Feel free to explore these conceptions of the dimensions of hope.
We have summarized the work of Dr. Duncan-Andrade, and encourage you to pursue greater context by reading his paper (12 pages), or watching his lecture (2 hours).
Links for both resources are provided at the bottom of this page.
False Hope - The Enemy of Hope
Hokey HopeIncomprehension of suffering
ignored inequities Informed by privilege
rooted in spectator optimism
Individualistic 'bootstrap' hyperbole
Mythical HopeDenial of suffering (ahistorical and depoliticized)
Celebrates individual exceptions
Myth of meritocracy
Deferred HopeRecognizes suffering, but no action today
Blames the system, not individual
Fails to cultivate students' control of destiny
Critical Hope - The Enemy of Hopelessness
Material:
Acknowledge and address suffering
Quality teaching = most significant resource
Social Justice orientation = relevance
Connect school to real, material conditions
Socratic:
Share the suffering path
Use student indignation as strength
Prioritizes the humanization of students (stories)
Solidarity in painful struggle of examined life
Self reflection and sacrifice (positive harassment)
Audacious:
Connect with collective and individual struggles
Share in joy and in pain
Transform indignation to authentic action
Healing orientation, deep and caring relationships
TUPAC SHAKUR's MATH The Rose Worth Celebrating
IF: Concrete = Soil THEN: Each classroom could be a crack IF: Damaged petals = Indignation, Tenacity & AudacityTHEN: Celebrate, don't reform
THUS: We must nurture our students through the cracks
These ideas are drawn from the article and lecture by Dr. Jeff Duncan-Andrade,Note to Educators: Hope Required When Growing Roses in Concrete. The video of the lecture, which is a hefty 2 hours or so, is here.Tip: if you watch the video, skip ahead to around 13:00, that's when the A/V dept finally gets everything up and running smoothly.
The article on which the lecture is based appeared in the Harvard Educational Review, and is here.
We have summarized the work of Dr. Duncan-Andrade, and encourage you to pursue greater context by reading his paper (12 pages), or watching his lecture (2 hours).
Links for both resources are provided at the bottom of this page.
False Hope - The Enemy of Hope
Hokey HopeIncomprehension of suffering
ignored inequities Informed by privilege
rooted in spectator optimism
Individualistic 'bootstrap' hyperbole
Mythical HopeDenial of suffering (ahistorical and depoliticized)
Celebrates individual exceptions
Myth of meritocracy
Deferred HopeRecognizes suffering, but no action today
Blames the system, not individual
Fails to cultivate students' control of destiny
Critical Hope - The Enemy of Hopelessness
Material:
Acknowledge and address suffering
Quality teaching = most significant resource
Social Justice orientation = relevance
Connect school to real, material conditions
Socratic:
Share the suffering path
Use student indignation as strength
Prioritizes the humanization of students (stories)
Solidarity in painful struggle of examined life
Self reflection and sacrifice (positive harassment)
Audacious:
Connect with collective and individual struggles
Share in joy and in pain
Transform indignation to authentic action
Healing orientation, deep and caring relationships
TUPAC SHAKUR's MATH
The Rose Worth Celebrating
IF: Concrete = Soil
THEN: Each classroom could be a crack
IF: Damaged petals = Indignation, Tenacity & AudacityTHEN: Celebrate, don't reform
THUS: We must nurture our students through the cracks
These ideas are drawn from the article and lecture by Dr. Jeff Duncan-Andrade, Note to Educators: Hope Required When Growing Roses in Concrete. The video of the lecture, which is a hefty 2 hours or so, is here.Tip: if you watch the video, skip ahead to around 13:00, that's when the A/V dept finally gets everything up and running smoothly.
The article on which the lecture is based appeared in the Harvard Educational Review, and is here.